An analysis of the effect of Children Achieving on student achievement in Philadelphia elementary schools

Tighe, Erin; Wang, Aubrey; Foley, Ellen

doi:10.1037/e546982012-001

Cited by 10 publications

(8 citation statements)

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“…Here we emphasize the importance of professional community, largely because of the accumulating evidence that it is related both to improved instruction and to student achievement (King & Newmann, 2001;Louis & Marks, 1998;Smylie & Wenzel, 2003;Tighe, Wang, & Foley, 2002).…”

Section: Professional Communitymentioning

confidence: 99%

“…Although we have focused thus far on shared leadership and principalteacher trust, teacher-teacher relationships are even more important as a foundation for the way in which teachers work to improve instruction (Louis, 2006). Here we emphasize the importance of professional community, largely because of the accumulating evidence that it is related both to improved instruction and to student achievement (King & Newmann, 2001;Louis & Marks, 1998;Smylie & Wenzel, 2003;Tighe, Wang, & Foley, 2002).…”

Section: Professional Communitymentioning

confidence: 99%

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How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility

Wahlstrom

Louis

2008

Educational Administration Quarterly

481

386

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Purpose:The leadership of the principal is known to be a key factor in supporting student achievement, but how that leadership is experienced and instructionally enacted by teachers is much less clear. The purpose of this study was to examine various factors that are often present in principal-teacher interactions and teacher-teacher relationships to see how those may have an impact on teachers' classroom instructional practices. Data Collection and Analysis: Data for this quantitative study are from a teacher survey developed for the national research project, Learning from Leadership, funded by the Wallace Foundation. There are 4,165 completed surveys in the database, which reflects responses from teachers in grades K-12 in a sample of schools across the United States. Using a conceptual framework based on various known components of effective schools today, a stepwise linear regression examined the relationships among practices such as shared leadership and professional community with contextual variables such as trust and efficacy. Findings: Three types of instructional behaviors-Standard Contemporary Practice, Focused Instruction, and Flexible Grouping Practices-emerged as strong factors which operationally described effective teacher practice. The presence of shared leadership and professional community explain much of the strength among the three instructional variables. Furthermore, the effect of teachers' trust in the principal becomes less important when shared leadership and professional community are present. Self-efficacy strongly predicts Focused Instruction, but it has less predictive value for the other measures of instructional behavior. Individual teacher characteristics of gender and years of experience have clear impact on instructional practice, but there are no discernible patterns that suggest that the level of the principal (elementary vs. secondary) have more or less influence on teacher instructional behaviors. Conclusions: Increasing our knowledge about what leaders do and how they have an impact on the instructional behaviors of teachers will lead us to a better understand-ing of how leadership has a direct relationship to improved student achievement. These findings create a clearer picture of teacher-principal and teacher-teacher interactions that support learning and bring us closer to the elusive goal of clarifying the link between leadership and learning.

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Section: Professional Communitymentioning

confidence: 99%

Section: Professional Communitymentioning

confidence: 99%

How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility

Wahlstrom

Louis

2008

Educational Administration Quarterly

481

386

View full text Add to dashboard Cite

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“…Researchers have found positive effects on both teachers and students in schools that function with elements of teaching and learning communities (TLCs). Students improved academic achievement in reading, math, science, and history (Tighe, Wang, & Foley, 2002). Hispanic students demonstrated higher levels of academic achievement when their schools began functioning as TLCs (Reyes, Scribner, & Paredes-Scribner, 1999).…”

Section: Brief Literature Review On Teaching and Learning Communitiesmentioning

confidence: 99%

The Liberty Elementary Story

Williams

Matthews

2005

Journal of Cases in Educational Leadership

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Principals play a major role in uniting faculties into collective action to improve teaching and learning. Researchers have found that schools that function as teaching and learning communities are successful in raising student academic achievement. To create a learning community, principals must transform their school cultures from places of isolation to sites for collaboration so that teachers work interdependently to learn with and from each other to help all children succeed in schools. In this case, principal preparation students are challenged to devise a 5-year leadership strategy and a 5-year school improvement plan that a new principal might use to improve student learning.

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“…Researchers, policymakers, and district leaders from across the nation have been watching Philadelphia ever since February 1995 when Superintendent David Hornbeck used $50 million from the Annenberg Challenge (and $100 million in local matching funds) to launch “Children Achieving.” This systemic reform initiative relied on standards, decentralization, and accountability reforms while vigorously pursuing fairer, more adequate funding for the district's schools and mandating that all schools be divided into smaller units (SLCs) that would provide more personalized environments for teaching and learning (e.g., Christman, 2001; Wong & Alkins, 1999; Wong & Brown, 1998; Wong & Sunderman, 2000). Significant achievement gains were made during the Children's Achieving initiative (Corcoran & Christman, 2002; Tighe, Wang, & Foley, 2002), including gains in access to challenging math and science courses and achievement in these content areas noted in studies of the Urban Systemic Initiative (USI) in Philadelphia (Kim, Crasco, Leavitt, & Karantonis, 2002). But these gains were not big enough or fast enough to shield the initiative from financial and political problems.…”

Section: Introductionmentioning

confidence: 99%

Which Bets Paid Off? Early Findings on the Impact of Private Management and K‐8 Conversion Reforms on the Achievement of Philadelphia Students

Iver

2006

Review of Policy Research

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This article reports initial findings from a study of middle grades educational reforms in Philadelphia. We use multilevel change models to analyze the impact on student mathematics achievement of privatization through the use of educational management organizations (EMOs), taking account of the structural reforms (creation of new K-8 schools to replace selected middle schools) occurring simultaneously within the district. Overall, the longitudinal mathematics achievement gains for students in EMO-managed schools were not larger than those for students in schools managed by the district. Non-Edison EMO schools actually performed worse than district-managed schools. With the exception of one older K-8 school in one cohort, Edison schools did not significantly outperform district-managed counterparts. Students in long-established K-8 schools generally outgained students in middle schools, but gains were not as large in newly-established K-8 schools. Across all types of schools, the second cohort of students obtained greater gains than did the first. Copyright 2006 by The Policy Studies Organization.

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An analysis of the effect of Children Achieving on student achievement in Philadelphia elementary schools

Cited by 10 publications

References 0 publications

How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility

How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility

The Liberty Elementary Story

Which Bets Paid Off? Early Findings on the Impact of Private Management and K‐8 Conversion Reforms on the Achievement of Philadelphia Students

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